Exploring Teachers’ Beliefs About ChatGPT in Arts Education

Abstract

In recent years, there has been growing interest in the pedagogical use of ChatGPT within arts education, including literature, drama, music, and painting. This research investigates the beliefs of primary and secondary school teachers who teach arts regarding the pedagogical use of ChatGPT, exploring potential use, expected benefits or risks, support or rejection from the educational community, and possible barriers or facilitators, based on Ajzen’s Theory of Planned Behavior. A qualitative study was conducted with a sample of 67 teachers familiar with or having used ChatGPT in education. Data were collected through semi-structured interviews and analyzed thematically based on behavioral, normative, and control beliefs. Teachers identified expected benefits such as increased student interest, creativity, and critical thinking, as well as the facilitation of research and support for students with special needs. Concerns included copying, misinformation, and reduced critical thinking and creativity. They expressed ambivalence and skepticism toward ChatGPT’s pedagogical use, being optimistic about educational benefits and community support but concerned about future challenges. Finally, they emphasized the need for training and adequate technological infrastructure. The findings highlight the importance of equipping teachers with the necessary skills and institutional support to ensure the responsible and effective integration of AI in arts education.

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